Academic Medicine最新文献

{"title":"Quiet Weeks to Support Academic Medicine Staff and Faculty Well-Being.","authors":"Jeanne Cawse-Lucas, London Breedlove, Tara Zimmerman","doi":"10.1097/ACM.0000000000005834","DOIUrl":"10.1097/ACM.0000000000005834","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"1174"},"PeriodicalIF":5.3,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141898901","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"\"Praise in Public; Criticize in Private\": Unwritable Assessment Comments and the Performance Information That Resists Being Written.","authors":"Andrea Gingerich, Lorelei Lingard, Stefanie S Sebok-Syer, Christopher J Watling, Shiphra Ginsburg","doi":"10.1097/ACM.0000000000005839","DOIUrl":"10.1097/ACM.0000000000005839","url":null,"abstract":"<p><strong>Purpose: </strong>Written assessment comments are needed to archive feedback and inform decisions. Regrettably, comments are often impoverished, leaving performance-relevant information undocumented. Research has focused on content and supervisor's ability and motivation to write it but has not sufficiently examined how well the undocumented information lends itself to being written as comments. Because missing information threatens the validity of assessment processes, this study examined the performance information that resists being written.</p><p><strong>Method: </strong>Two sequential data collection methods and multiple elicitation techniques were used to triangulate unwritten assessment comments. Between November 2022 and January 2023, physicians in Canada were recruited by email and social media to describe experiences with wanting to convey assessment information but feeling unable to express it in writing. Fifty supervisors shared examples via survey. From January to May 2023, a subset of 13 participants were then interviewed to further explain what information resisted being written and why it seemed impossible to express in writing and to write comments in response to a video prompt or for their own \"unwritable\" example. Constructivist grounded theory guided data collection and analysis.</p><p><strong>Results: </strong>Not all performance-relevant information was equally writable. Information resisted being written as assessment comments when it would require an essay to be expressed in writing, belonged in a conversation and not in writing, or was potentially irrelevant and unverifiable. In particular, disclosing sensitive information discussed in a feedback conversation required extensive recoding to protect the learner and supervisor-learner relationship.</p><p><strong>Conclusions: </strong>When documenting performance information as written comments is viewed as an act of disclosure, it becomes clear why supervisors may feel compelled to leave some comments unwritten. Although supervisors can be supported in writing better assessment comments, their failure to write invites a reexamination of expectations for documenting feedback and performance information as written comments on assessment forms.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"1240-1246"},"PeriodicalIF":5.3,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141977146","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Irony.","authors":"Ellen Zhang","doi":"10.1097/ACM.0000000000005441","DOIUrl":"10.1097/ACM.0000000000005441","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"1234"},"PeriodicalIF":5.3,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10128870","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"\"I Think Many of Them Want to Appear to Have a Growth Mindset\": Exploring Supervisors' Perceptions of Feedback-Seeking Behavior.","authors":"Shiphra Ginsburg, Lorelei Lingard, Vijithan Sugumar, Christopher J Watling","doi":"10.1097/ACM.0000000000005838","DOIUrl":"10.1097/ACM.0000000000005838","url":null,"abstract":"<p><strong>Purpose: </strong>Feedback seeking is an expected learner competency. Motivations to seek feedback are well explored, but we know little about how supervisors perceive such requests for feedback. These perceptions matter because how supervisors judge requests can affect the feedback they give. This study explores how supervisors perceive and attribute motivations behind feedback requests to better understand the benefits and hazards of feedback seeking.</p><p><strong>Method: </strong>Constructivist grounded theory was used to interview supervisors at the Temerty Faculty of Medicine, University of Toronto, from February 2020 to September 2022. Supervisors were asked to describe instances when they perceived feedback requests as being sincere or insincere, what led to their opinions, and how they responded. Transcripts were analyzed and coded in parallel with data collection; data analysis was guided by constant comparison.</p><p><strong>Results: </strong>Seventeen faculty were interviewed. Participants perceived 4 motivations when learners sought feedback: affirmation or praise; a desire to improve; an administrative requirement, such as getting forms filled out; and hidden purposes, such as making a good impression. These perceptions were based on assumptions regarding the framing of the initial request; timing; preexisting relationship with the learner; learner characteristics, such as insecurity; and learner reactions to feedback, particularly defensiveness. Although being asked for feedback was generally well received, some participants reported irritation at requests that were repetitive, were poorly timed, or did not appear sincere.</p><p><strong>Conclusions: </strong>Feedback seeking may prompt supervisors to consider learners' motivations, potentially resulting in a set of entangled attributions, assumptions, and reactions that shape the feedback conversation in invisible and potentially problematic ways. Learners should consider these implications as they frame their feedback requests and be explicit about what they want and why they want it. Supervisors should monitor their responses, ask questions to clarify requests, and err on the side of assuming feedback-seeking requests are sincere.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"1247-1253"},"PeriodicalIF":5.3,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141898895","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Competency-Based, Time-Variable Promotion and Tenure?","authors":"R Logan Jones","doi":"10.1097/ACM.0000000000005831","DOIUrl":"10.1097/ACM.0000000000005831","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"1174-1175"},"PeriodicalIF":5.3,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141898896","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How Advanced Practice Clinicians Support Education for and Contribute to Education of Graduate Medical Education Trainees: A Critical Literature Review.","authors":"Andrea M Barker, Abigail W Konopasky, Lara Varpio, Michael Soh, Brian R Poole, Renée E Stalmeijer","doi":"10.1097/ACM.0000000000005858","DOIUrl":"10.1097/ACM.0000000000005858","url":null,"abstract":"<p><strong>Purpose: </strong>With the introduction of physician assistants and nurse practitioners (i.e., advanced practice clinicians [APCs]), the landscape of graduate medical education (GME) has fundamentally changed. Whereas APCs' role in GME settings has been mainly described as substitutes for postgraduate medical trainees, APCs are increasingly considered integrated and collaborative team members. However, APCs' contributions to trainees' education and learning remain underexplored. This critical review synthesized the literature available on how APCs contribute to trainees' workplace learning and how these contributions are enabled.</p><p><strong>Method: </strong>The authors searched PubMed, Embase, Web of Science, CINAHL, and PsycINFO from database inception dates to April 2023 for published articles reporting on educational or guiding behaviors of APCs in GME contexts, resulting in 1,830 articles for possible inclusion. Using a critical review approach, the analysis was informed by a previously published framework describing workplace guidance behaviors and the authors' clinical and research expertise.</p><p><strong>Results: </strong>A total of 58 articles were included in the study. Advanced practice clinicians contribute to trainees' workplace learning through a variety of guidance behaviors, including learning from patient care, demonstrating, support, socialization, feedback, involvement in evaluations, and other unspecified contributions. Thematic analysis indicated that APCs' contributions were enabled by their close working relationships with trainees, their unique perspective within the workplace, and the extent to which they were formally incorporated within workplace learning.</p><p><strong>Conclusions: </strong>This critical review offers a concrete description of ways APCs are contributing to trainees' learning and education in the GME workplace across the literature. These results suggest that APCs could be a potentially untapped source for further optimizing workplace learning. However, unlocking this potential will require a shift in the conceptualization of APCs' role in the workplace. Opportunities for APC professional development and formalization of APCs' educational role should be considered.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"1286-1297"},"PeriodicalIF":5.3,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142143470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"\"Making Space for More People, More Perspectives, and More Ideas\": How Medical Education Journal Editors View Their Role in Capacity Building.","authors":"Jeffrey J H Cheung, Dorene F Balmer, S Beth Bierer, Anna T Cianciolo","doi":"10.1097/ACM.0000000000005826","DOIUrl":"10.1097/ACM.0000000000005826","url":null,"abstract":"<p><strong>Purpose: </strong>Medical education journal editors work to improve scholarly rigor and expand access to scholarship. How editors conceptualize these dual roles is unknown and holds implications for the kinds of scholarship that are valued and made visible through publication. The authors applied the concept of capacity building to examine how medical education journal editors conceptualize and operationalize capacity building and to identify the contextual factors that support or constrain these efforts.</p><p><strong>Method: </strong>Using a reflexive thematic approach, the authors interviewed 13 editors of 11 medical education journals between February 2022 and March 2023. Data collection and analyses were performed iteratively. Interview transcripts were coded by 2 authors to generate initial codes, which were then refined by the research team until final themes were created.</p><p><strong>Results: </strong>Editors viewed capacity building \"making space\" for people and perspectives. Making space for people included efforts to support editors and reviewers, offer feedback to authors, and engage with readers. Making space for perspectives included efforts to promote discussion on diversity and inclusion and to introduce ideas perceived to advance the field. How editors made space was shaped by a journal's ecosystem, including local features unique to each journal (e.g., aims, scope, readership) and system-level factors that influenced all journals (e.g., English as the language of science, academic promotion and tenure).</p><p><strong>Conclusions: </strong>Although medical education journal editors' capacity-building work will inevitably guide future scholars and scholarship, their work should be considered in the context of a larger ecosystem, including such features as institutional academies for scholarship and promotion and tenure policies. Improving rigor and expanding access will require clarifying how editors' approach and understand capacity building to advance as a field. Future work should clarify how individual journals' capacity-building efforts can be facilitated and how journals can collectively reimagine spaces for knowledge-building conversations.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"1306-1312"},"PeriodicalIF":5.3,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141749601","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Patient Who Changed My Practice.","authors":"Ami Schattner","doi":"10.1097/ACM.0000000000005830","DOIUrl":"10.1097/ACM.0000000000005830","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"1277"},"PeriodicalIF":5.3,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141794052","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Contributions of RIME in Furthering Medical Education Scholarship.","authors":"Laura Weiss Roberts, Bridget C O'Brien, Mary Beth DeVilbiss","doi":"10.1097/ACM.0000000000005847","DOIUrl":"https://doi.org/10.1097/ACM.0000000000005847","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":"99 11","pages":"1171-1172"},"PeriodicalIF":5.3,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142548800","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"In Reply.","authors":"William E Copeland, Leigh Ann Holterman, Lee Rosen","doi":"10.1097/ACM.0000000000005844","DOIUrl":"10.1097/ACM.0000000000005844","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"1173-1174"},"PeriodicalIF":5.3,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141977180","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}